The Effects of Age and Number of Demonstrations on Modeling of Form and Performance

Abstract

This study was designed to investigate the effects of age and number of demonstrations on both form (strategy employed) and physical performance on a Bachman ladder-balance task. College age (n = 60) and elementary age females (n = 60) were compared under four modeling conditions consisting of no, four, eight, and 12 demonstrations in an Age Group × Demonstration Group (2 × 4) MANOVA. Results indicated that college age students had higher performance and form scores than elementary age students. Only form differentiated the four demonstration groups. Participants receiving 12 demonstrations had higher form scores than the control participants. Form scores were analyzed in a discriminant function analysis to determine which of five form components differentiated the four demonstration groups. Results also revealed that climbing quickly was the component of form that differentiated the groups the most. It was concluded that matching form by the learner may be a more effective measure of modeling effects rather than inferring modeling from performance, especially in the initial stages of learning. In addition, it appears that the number of demonstrations needed to create modeling effects is task specific and dependent on the length of the practice period.